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To expand the scope of clinical research on youngsters' subjective well-being, the present work gathered data on the degree of satisfaction/dissatisfaction with respect to major aspects of daily living and on the relationship between life dissatisfaction and perceived control at school of children and adolescents. The self-reports of students in regular classrooms and those referred for mental health services are contrasted. In addition, data on the relationship between dissatisfaction and scores on the Children's Depression Inventory are reported for the mental health sample.

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For school reform to succeed, promising prototypes must be replicated on a large scale. Unfortunately, relatively little work has been done to build conceptual models and develop specific interventions for addressing the processes and problems associated with widespread diffusion of reforms. With a view toward advancing the state of the art, we describe a "scale-up" model for replicating school reform prototypes. The model draws on a diverse body of literature related to organizational change and community psychology, as well as practices evolved as part of several restructuring efforts. Four overlapping phases and related guidelines for scale-up are conceived. The four phases are (a) creating readiness by enhancing a climate/culture for change; (b) initial implementation, whereby replication is carried out in stages using well-designed guidance and support mechanisms; (c) institutionalization, accomplished by ensuring there are mechanisms to maintain and enhance productive changes; and (d) ongoing evolution through use of mechanisms to improve quality and provide continuing support. The model presented has fundamental implications for educational and psychological professionals concerned with major school reforms and is meant to stimulate increased research attention on the problem of advancing knowledge regarding effective scale-up of reform prototypes.Correspondence should be addressed to Howard S. Adelman,